The first objective that we set ourselves was to contribute to the development and implementation of active methodologies in the classroom, such as the STEAM methodology, community services, ADP, robotics,... We wanted the Erasmus + program "A quality education in difficult times”, was the driving force, the spark that was missing for the introduction in the center, at a general level and in the classrooms, at a specific level, of active learning methodologies, in which the protagonist of the teaching process- learning outside the student body. We wanted to create new learning spaces in our center, support the establishment of a student-teacher relationship in a digitized context with the systematic introduction of robotics as a subject. Create permanent structures and models for learning aligned with current challenges, ... The second objective that we set ourselves was to internationalize the center, contributing to the creation of a European space for the improvement and development of linguistic competence, promoting values of inclusion, diversity, environment,... We needed to provide our students with a learning environment that favored their skills, guaranteeing an equitable and inclusive education.
Granada capital. The city has four other public schools, a charter one and two state secondary schools. Our Center, teaches within the school education sector, is a public center for infant and primary education. It is a compensatory center, as it houses students with disadvantaged social situations, with a total of 8 Early Childhood Education classrooms and 16 Primary Education classrooms. The large growth of the school population of Atarfeña has been assumed by our center, going from 285 students in the 2007/2008 academic year to the current 557, the largest. The students of the center belong to families with a medium, medium low and low socioeconomic level. We have approximately 6% of students from other countries and also enrolled around 12% of Students with Specific Educational Support Needs, with a predominance of male and female students with disadvantaged social situations. In this group there is a predominance of the gypsy ethnic group. With ages between 3-6 years in Early Childhood Education and 6-12 in Primary.